Limited English Proficiency October 2011 Training.

Limited English ProficiencyOctober 2011 Training

State Provision of Servicesto Limited English Proficient Students

The Code of Virginia provides for English as a Second Language instruction to limited English proficient students §22.1-212.1 states in part:

“School boards shall endeavor to provide instruction in the English language which shall be designed to promote the education of students

for whom English is a second language.”

The Regulations Establishing Standards for Accrediting Public Schools in Virginia (8 VAC 20-

131-10 et. seq.) set high achievement expectations for all students, including limited

English proficient students.

Federal Provision of Servicesto Limited English Proficient Students

The No Child Left Behind Act of 2001 requires states to increase English language proficiency and acquisition of academic content in reading, mathematics, and science for limited English proficient students.[NCLB, Section 1111(b), 3102]

World-Class Instructional Design and Assessment Consortium Update

• The WIDA® Consortium presently consists of twenty-seven partner states: Alabama, Alaska, Delaware, Georgia, Hawaii, Illinois, Kentucky, Maine, Maryland, Minnesota, Mississippi, Missouri, Montana, New Hampshire, New Jersey, New Mexico, North Carolina, North Dakota, Oklahoma, Pennsylvania, Rhode Island, South Dakota, Vermont, Virginia, Wisconsin, and Wyoming, and the District of Columbia.

• Nationwide, approximately 835,000 English language learners in kindergarten through grade 12 were assessed during the 2010-2011 school year using the ACCESS for ELLs®.

• In Virginia, approximately 91,000 English Language Learners in kindergarten through grade 12 were assessed during the 2010-2011 school year using the ACCESS for ELLs®.

Acronym Soup

• ELL=English language learner• ESL= English as a second language• ELP=English language proficiency• ACCESS for ELLs= Assessing Comprehension

and Communication in English State to State• W-APT=WIDA ACCESS Placement Test• WIDA= World-Class Instructional and Design • LAP= Limited Acronym Proficient(just kidding!)

Demographics

Definition of a Limited English Proficient (LEP) Student

An LEP student is one: Who An LEP student is one:• Who was not born in the U.S. or whose native language is a language other than English; and• Whose difficulties speaking, reading, writing, or understanding English may deny him/her the ability to:

• Meet the state’s proficient level of achievement on state assessments; • Achieve successfully in classrooms where the language of instruction is English; or • Participate fully in society.

Identification of Limited English Proficient Students

Identification of Limited English Proficient Students

A home/primary language survey must be completed as part of the initial identification of LEP students at the time of enrollment.

School divisions must assess students who have been identified with a home language survey for English language proficiency.

Based on the results of the assessment, the students may be placed in a program designed to improve their English language proficiency.

Determining English Language Proficiency

Levels

Guidelines for Determining K-12 World-Class Instructional and Design (WIDA)

English Language Proficiency (ELP) Levels(Instructional Levels)

WIDA® ELP Levels ACCESS for ELLs® Scores

Level 1 Composite Score of 1.0 through 1.9




Level 5 Composite Score of 5.0 through 6.0 and a Literacy Score less than 5.0

Guidelines for Determining K-12 World-Class Instructional and Design (WIDA®) English Language Proficiency (ELP)

LevelsFormerly LEP (Monitored Levels)

WIDA® ELP Levels ACCESS for ELLs® Scores

Level 6 Year 1(Formerly LEP)

For kindergarten students: Accountability Proficiency Score;Composite Score of 5.0 or above; and Literacy Score of 5.0 or above.

For students in Grades 1-12:Tier C; Composite Score of 5.0 or above; and Literacy Score 5.0 or above.

Level 6 Year 2(Formerly LEP)*Note: Level 6, Year 1, and Level 6, Year 2, Formerly LEP students do not take the annual ELP assessment and are only included in the calculation for AMAO 3 (Adequate Yearly Progress) for reading/language arts and mathematics.

For kindergarten students: Accountability Proficiency Score;Composite Score of 5.0 or above; and Literacy Score of 5.0 or above.

For students in Grades 1-12: Tier C;Composite Score of 5.0 or above; and Literacy Score 5.0 or above.

Recommended Accommodations Lower levels of English Language Proficiency

(WIDA ELP levels 1-3)

• Read-aloud or audio*• Dictation in English to a scribe**• Plain English mathematics test• Flexible schedule• Visual aid• Mark in test booklet*except for the reading test unless the LEP student

has an qualifying disability** writing test, short-paper component only

Recommended Accommodations Intermediate levels of English Language

Proficiency (WIDA ELP levels 3-5)

Read-aloud or audio* (as needed)

Bilingual dictionaryEnglish dictionaryFlexible schedule

*except for the reading test unless the LEP student has an qualifying disability

Plain English Mathematics and the Virginia Grade Level Alternative (VGLA) Reading Assessment

1. Plain English is an accommodation available for grades 3-8 mathematics and Algebra I tests.

2. VGLA reading is an alternative assessment, not an accommodation.

3. LEP student’s WIDA overall English language proficiency (ELP) levels must be within the following ranges to participate in either assessment:

• Grades 3-5: 1.0 to 3.5• Grades 6-8: 1.0 to 3.3• Grades 9-12: 1.0 to 3.5 (Algebra I only)

Research Base: Factors to Consider When Assigning Accommodations

Appropriate accommodations

for each LEP student

English Language proficiency level (ACCESS for ELLs

score)

Literacy in native language and in

EnglishPrior schooling

Use prior to the assessment

How will the LEP student participate in

the SOL ASSESSMENTS?

State Procedures for Determining Appropriate Testing Participation

All LEP students participate in Standards of Learning testing, including:

• “Recently Arrived” LEP students;

• LEP Students in grades 3 through 8; and

• LEP Students enrolled in high school courses with End-of-Course (EOC) assessments.

State Procedures for Determining Appropriate Testing Participation

Check the LEP Student Profile:

Has the LEP student taken the one-time exemptions in history/social science (grades 3 though 8), writing (grade 5 or 8), or science (grade 3 only)?

If YES, the LEP student may not take additional exemptions. If NO, the LEP student may take the one-time exemption(s) as described above.

Participation Requirements

– ALL students* must take mathematics assessments;

– ALL students* must take end-of-course (EOC) assessments; and

– ALL students* must take a science assessment at least once in elementary, middle, and high school.

* “All students” includes LEP students

Will the LEP student participate in the VGLA reading assessment or take a plain English

mathematics test?

Plain English Mathematics and VGLA Reading Eligibility

• Is student eligible?

Grade ClusterWIDA®

CompositeELP Level

VGLA Reading

Plain English Mathematics

3-5 1.0 through 3.5 Yes Yes

6-8 1.0 through 3.3 Yes Yes

9-12 1.0 through 3.5 No Algebra I only

LEP Student Assessment Participation Plan (Sample)

SOL Content Area

Participation in the Assessment

Without Accommodation

Participation in the Assessment

With Accommodation (List those that

apply)

Participation in the Virginia Grade

Level Alternative--Reading

Assessment*

Exempted from Participation in theSOL Assessment*

Reading Reason: LEP student has attended school in the for less than 12 months

1Writing Reason:

Mathematics Plain English Math*

Not Applicable

2History/ Social Science Content Specific History

Reason:

3Science Reason:

Writing: one-time exemption in grade 5 or 8

History/Social Science: one-time exemption in grade 3 - 8

(17) Bilingual dictionary(1) Flexible schedule

Put the numbers in order

• 1. 2. 3. 4.

Put the numbers in order

• 1. 2. 3. 4.

Multiple Meanings

What subject area might you find these words used with different meanings?

Face Tree Cone Plane

What can the teacher do to help clarify content-specific vocabulary?

Math or English Problem

• 4 divided into 2=

• 4 divided by 2=

Word Problems

• Math is NOT a universal language, is it?

• Word problems are a big problem!

• What can the math teacher do?

How many ways can you say…

+ - X subtract multiply divide

minus times quotient

less product over

few a factor gozinta

take away by

add

plus

and

together

combine

Adaptation of Content Content

High Language Low Language

Problem 1

High Math / High Language

• Sook is having 11 friends spend the night at his house on Saturday. He will order pizza for dinner. He thinks that each boy will eat 3 pieces. A pizza has 8 slices. How many pizzas does Sook need to order?

Adaptation of ContentHigh Language Low Language

Sook is having 11 friends spend the night at his house on Saturday. He will order pizza for dinner. He thinks that each boy will eat 3 pieces. A pizza has 8 slices. How many pizzas does Sook need to order?

Problem 2

High Math / Low Language

• Sook and 11 friends will each eat 3 pieces of pizza.

• Each pizza has 8 slices.

• How many pizzas do they need to order?



Sook and 11 friends will each eat 3 pieces of pizza.Each pizza has 8 slices. How many pizzas do they need to order?

Problem 3

Low Math / High Language

• Sook is having 11 friends spend the night at his house on Saturday. He will order pizza for dinner. He thinks that each boy will eat 3 pieces. A pizza has 8 slices. How many pizzas does Hakim need to order?

• Sook + 11 friends = ____ boys• Multiply number of boys times number of slices

they will each eat.• Divide the new number by the number of slices

in a pizza.• Now you know how many pizzas to order!




Sookis having 11 friends spend the night at his house on Saturday. He will order pizza for dinner. He thinks that each boy will eat 3 pieces. A pizza has 8 slices. How many pizzas does Sook need to order?

Sook + 11 friends = ____ boysMultiply number of boys times number of slices they will each eat.Divide the new number by the number of slices in a pizza.Now you know how many pizzas to order!

Problem 4

Low Math / Low Language

• Sook has 11 friends.

• Sook +11 friends = ____ boys

• Each boy eats 3 pieces of pizza.

• ___ X ____ = ____slices needed

• Each pizza has 8 slices.

• _____ _______ = ______ pizzas to order

• How many pizzas do they need to order?




Sook is having 11 friends spend the night at his house on Saturday. He will order pizza for dinner. He thinks that each boy will eat 3 pieces. A pizza has 8 slices. How many pizzas does Hakim need to order?

Sook + 11 friends = ____ boysMultiply number of boys times number of slices they will each eat.Divide the new number by the number of slices in a pizza.Now you know how many pizzas to order!

Sook has 11 friends. Sook +11 friends = ____ boysEach boy eats 3 pieces of pizza.___ X ____ = ____slices neededEach pizza has 8 slices. _____ _______ = ______ pizzas to orderHow many pizzas do they need to order?

You try one…

Best Practices in Science

• Prior knowledge activation• Exposure to critical vocabulary• Reflection on hands-on experiences• Nurture collaboration among students• Share answers

Opportunity to LearnAcademic Content Language Development

• Vocabulary Building: It is important for teachers to build vocabulary and

conceptual knowledge at the same time they provide instruction in the skills of word recognition

• Working Word Walls and Charts: Comprehensible input Scientific vocabulary Notebook entries• Making Connections It is important for instruction to focus on connecting new

words with what students already know

Venn Diagram

Student writing

Labeling

Comparison Chart

Grade 6 Science Project Example

What is it? Material Color Size Shape Measurement Weight Living thing?

It is a cup It is made It is It is It is the shape It measures It is light It is non-living of white small of a 4 centimeters thing styrofoam cylinder

What can you tell me about the cup?Maria, the cup is…What shape is the cup?

KWLH ChartWhat we Know What We Want to Find Out What We Learned How Can We Learn MoreSoil is dirt What’s in soil? Soil is made of Research different mineralsSoil is all around us Are there different There are different Museums colors of soil? types of soil Field TripsPlants grow in soil Do all plants Some seeds can grow Videos grow in soil? in soil and humus Internet computer Soil is wet Some seeds cannot search grow in sand and clay

Five things you can do today to help your ELLs…

Vocabulary Help

• Provide word banks for any crossword puzzle or fill-in-the-blank assignments.

• No more than 5 words at a time for fill-in-the-blanks or matching definitions.

• Try not to change the wording of definitions from when you give them to when they are put on a test-it confuses ELLs when the wording is different.

• Circle the first letter of each word in a word search

In class notes

• ELLs have great difficulty listening and copying notes at the same time.

• ELLs(even advanced ones!) have trouble with video-viewing guides.

• If you use an overhead or power point presentation for notes, give ELLs a copy at the beginning of class so they can follow along.

• Omit key words from the copied notes so ELLs will actively listen during lecture or class discussion.

Lectures/Teacher Talk Time

• Don’t present a lecture without any visuals-ELLs need them to provide context!

• ELLs learn best when they have written material to look at.

• Don’t give ORAL tests or quizzes.

Readability

• ELLs often find it difficult to read cursive. Please print or type notes or worksheets so they will understand. Please make sure copies are clear. ELLs have trouble filling in missing letters like we can.

Assignment Length • Shorten assignments, tests, and/or quizzes.

Make sure you tell the ELLs what you expect them to do or to know as they study.

• Circulate around the room during a test or quiz to make sure the ELL is following the directions.

• See if an alternate or easier version of a textbook or novel are available for the ELLs to use in your class.

• www.worldlingo.com• www.googletranslate.com

http://www.worldlingo.com/

http://www.googletranslate.com/

OUTCOME SENTENCES

• I feel …

• I wonder …

• I think …

• I learned …

Resources

Limited English Proficient Students: Guidelines for Participation in the Virginia Assessment Program http://www.doe.virginia.gov/testing/participation/lep_guidelines.pdf

Standards of Learning Test Examiner’s Manuals and Released Standards of Learning Testshttp://www.doe.virginia.gov/testing/test_administration/index.shtml

Virginia Grade Level Alternate Implementation Manual

http://www.doe.virginia.gov/testing/alternative_assessments/index.shtml

http://www.doe.virginia.gov/testing/participation/lep_guidelines.pdf

http://www.doe.virginia.gov/testing/test_administration/index.shtml

http://www.doe.virginia.gov/testing/alternative_assessments/index.shtml

ReferencesAcosta, B., Rivera, C., & Shafer Willner, L. (2008). Best practices in state assessment policies for

accommodating English language learners: A Delphi study. Arlington, VA: The George Washington University Center for Equity and Excellence in Education. Available: http://ells.ceee.gwu.edu.

Kopriva, Emick, Hipolito-Delgado, and Cameron (2007). Do proper accommodations assignments make a difference? Examining the impact of improved decision making on scores for English language learners. Educational Measurement: Issues and Practice, 26 (3), 11-20.

Rivera, C., Acosta, B. & Shafer Willner, L. (2008). Guide for the refinement of state assessment policies for accommodating ELLs. Arlington, VA: The George Washington University Center for Equity and Excellence in Education. Available: http://ells.ceee.gwu.edu.

Shafer Willner, L., Rivera, C., & Acosta, B. (2008). Descriptive study of state assessment policies for accommodating English language learners. Arlington, VA: The George Washington University Center for Equity and Excellence in Education. Available: http://ells.ceee.gwu.edu.

http://ells.ceee.gwu.edu/



Limited English Proficiency October 2011 Training.

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